Backward Design Lesson Plan Template

Teacher Wen zhao Wang Grade level 9 th ,10 th , 11 th _

Lesson title Greetings _

Step 1—Desired Results Standard Outcomes for Learning (ACTFL Standard 1.1)—Answer’s the question, what should students know, understand, and be able to do as a result of the lesson? Students are able to clarify you , me, introduce and greet each other at the end of the block. (you, me, hello, how are you? I am …….in Chinese )

Step 2—Assessment Evidence Performance task—What will students do to show what they have learned? 1. Game: Quick eyes----ni ? wo? It is to make sure that students are able to identify and tell the pronouns correctly. 2. Design a Chinese name tag. This is designed to make sure that students know how to express I am……. 3. Fly to different cities in China to have a dialogue when you first meet someone in Chinese. 4. A Chinese chant is used to make students to practice the pronunciation and memorize the proper answer.

Step 3—Learning Plan Learning activities - Answer’s the question, how do I teach it? Step 1. Lead—in: play the game Catch to review the daily expression (xie xie, bu ke qi, dui bu qi, mei guan xi, zai jian)we learnt last time. Step 2. show the characters 你，我 with pinyin on top of the character on powerpoint, pointing myself and one of the student to try to elicit the translation.

Activity 1: Quick eyes. I will find lots of images which suits my students, for eg. long hair, short hair, glasses, blonde hair, American national flag, etc,. Students who find the image suits him/herself stands up first saying 你 or 我 can get a sticker. Activity 2: Chinese name tag. Show students the verb 是，and show them how to write the character just for fun. Now it is time for them to design their Chinese name tag and the students who did a good job can get a bookmark from China. Activity 3: Imagine we are going to fly to Xi’an, Beijing, Shanghai, and the teacher put three cards in different place in the classroom and have a dialogue, ni hao! Wo shi ….. ni hao ma? Wo hen hao! Activity 4: Let’s chant. I will give students a worksheet ( ni hao, ni hao, ni hao ma? Hen hao, hen hao , wo hen hao.)and a clapper. Now we can stand up and chant together loudly and faster and faster. Step 4—Reflection What happened during my lesson? What did my students learn? How do I know? What did I learn? How will I improve my lesson next time?

Since this is my second lesson, the game Catch and Quick Eyes are very engaging games. Students are able to tell 你，我 easily. Based on solid foundation of pronouns, they are able to make sentences easily. What’s more, students are excited to design the Chinese name tag, and compete among themselves to get the book mark.

This reminds me the theory---- scaffolding!

Adapted from Tomlinson and McTighe, Integrating Differentiated Instruction + Understanding by Design, ASCD,